Critical Education <p><em>Critical Education</em> is an international peer-reviewed journal, which seeks manuscripts that critically examine contemporary education contexts and practices. <em>Critical Education</em> is interested in theoretical and empirical research as well as articles that advance educational practices that challenge the existing state of affairs in society, schools, and informal education.</p> en-US <p>Authors who publish with <em>Critical Education</em> agree to the following terms:<br><br></p> <ol type="a"> <ol type="a"> <li class="show">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li> </ol> </ol> <p>&nbsp;</p> <ol type="a"> <ol type="a"> <li class="show">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> </ol> </ol> <p>&nbsp;</p> <ol type="a"> <li class="show">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="">The Effect of Open Access</a>).</li> </ol> (E. Wayne Ross) (E. Wayne Ross) Wed, 31 Jul 2019 14:42:47 -0700 OJS 60 Higher Education in Prison <p>Since first publishing the Call for Papers for this volume (2017), we have spent more than two years “ruminating” with the twelve authors who have contributed to this project and many others in the higher education in prison community who have generously offered feedback, posed questions (and some challenges) and most notably, we express our gratitude to the instructors who have brought these readings into their classrooms, to incarcerated and non-incarcerated students, and rigorously engaged the ideas offered. In this final essay, we touch on three themes that we believe are relevant to the present moment and purpose of this volume and that are central to field building efforts: equity in higher education, the quality and “promise” of Pell grant restoration, and how and why we should foster a community of scholarship and practice.</p> Erin L. Castro, Mary R. Gould ##submission.copyrightStatement## Thu, 27 Jun 2019 00:00:00 -0700